Attributional gender bias: teachers’ ability and effort explanations for students’ math performance

Espinoza, Penelope; Fontes, Ana Beatriz Arêas da Luz; Arms-Chavez, Clarissa

doi:10.1007/s11218-013-9226-6

Cited by 90 publications

(35 citation statements)

References 52 publications

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“…Looking at the 62 students who achieved maths marks of over 5.0 and ended up in the tertile of those less able in the test, it can be seen that males more frequently than females are defined as participating, capable of inspiring, attentive, well integrated in the class and assertive, whereas females appear to be more inclined to obey rules, are seen as more cooperative and more willing to engage, but less participative and more insecure. These findings seem quite coherent with the typical stereotypes according to which boys are more capable in math, whereas girls succeed because they put much effort (Espinoza et al 2014).…”

Section: Resultssupporting

confidence: 83%

The Gender Gap in Math. Evidences of a Study in the Primary School in the Swiss Canton of Ticino

Zanolla¹

2018

IJoTE

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This work analyzes the gender gap in math results of an entire cohort of students attending the fifth grade of the primary school in the Swiss canton of Ticino. Three evaluation contexts have been considered: the mark itself assigned by the teacher at the end of the school year, the score obtained in a standardised math test and the evaluation provided by teachers in the same school year. Multivariate analysis allows to conclude that all things being equal, gender plays a significant effect on the mark in mathematics. Males are more likely than females to achieve a high mark and they are perceived as more active and participative, while females are seen as more conform to school rules, but less involved and more insecure.

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Section: Resultssupporting

confidence: 83%

The Gender Gap in Math. Evidences of a Study in the Primary School in the Swiss Canton of Ticino

Zanolla¹

2018

IJoTE

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“…Most research on teachers’ causal attributions has explored teachers’ beliefs concerning the causes underlying their students’ academic performance with respect to success and failure outcomes. However, it should be noted that teachers’ perceptions of student performance are multifaceted and subjective in nature, with some studies examining teacher-perceived student success or failure as pertaining specifically to academic marks (e.g., Wiley and Eskilson, 1978; Butler, 1994) or student competition (e.g., top performers; Beckman, 1976), and others focusing instead on student improvement or learning gains as a successful outcome (Emmerich et al, 2006; Espinoza et al, 2014). In many studies, although teachers are directly asked to reflect on a particular student success or failure scenario, they are typically provided with no specific guidance by researchers as to the standard against which determinations of success and failure are to be made (e.g., Wiley and Eskilson, 1978; Cooper and Burger, 1980; Fennema et al, 1990; Clark, 1997).…”

Section: Resultsmentioning

confidence: 99%

A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences

Wang

Hall

2018

Front. Psychol.

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The current review provides an overview of published research on teachers’ causal attributions since 1970s in the context of theoretical assumptions outlined in Weiner’s (2010) attribution theory. Results across 79 studies are first examined with respect to the prevalence of teachers’ interpersonal causal attributions for student performance and misbehavior, as well as intrapersonal attributions for occupational stress. Second, findings showing significant relations between teachers’ attributions and their emotions and cognitions, as well as student outcomes, are discussed. Third, an overview of results showing the prevalence and implications of teachers’ causal attributions to be moderated by critical background variables is also provided. Finally, observed themes across study findings are highlighted with respect to the fundamental attribution error and the utility of Weiner’s attribution theory for understanding how teachers’ explanations for classroom stressors impact their instruction, well-being, and student development.

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“…Changing teachers' and parents' implicit theories regarding math ability and intelligence to more incremental beliefs should lead them to attribute success more to effort instead of ability for both boys and girls. Espinoza et al (2014) showed that this attributional gender bias can indeed be reduced when teachers adopt more incremental beliefs regarding the nature of intelligence. However, these results were short-term, and the bias was reversed only for some teachers.…”

Section: Target Groupsmentioning

confidence: 97%

Modeling the relation between students’ implicit beliefs about their abilities and their educational STEM choices

Aalderen-Smeets

Molen

2016

Int J Technol Des Educ

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Despite the large body of research on students' educational and career choices in the field of technology, design, and science, we still lack a clear understanding of how to stimulate more students to opt for a study path or career within the STEM fields (Science, Technology, Engineering, Mathematics). In this article, we outline a new theoretical framework to describe how students' implicit belief about the malleability of their intelligence can be an important precursor of their STEM educational and career choice behavior. Based on the different bodies of literature about STEM choices and about students' implicit beliefs about their abilities, we present three hypothetical pathways, in the form of testable models, that describe potential relations between the implicit theories that students may hold regarding the malleability of their STEM ability and students' intentions to pursue a STEM career. Each pathway outlines a specific mediating factor influencing this relation: (a) self-efficacy beliefs, (b) stereotypical thinking, and (c) motivational beliefs. These pathways provide more insight into the underlying mechanisms that may affect STEM choice behavior. In our view, such a theoretical underpinning is a necessary prerequisite for further scientific investigation into the potential relations between students' implicit beliefs about their potential development, relevant psychological variables, and STEM choice behavior. Furthermore, we believe it provides a theoretical foundation for practical interventions that aim to stimulate STEM choice behavior.

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Attributional gender bias: teachers’ ability and effort explanations for students’ math performance

Cited by 90 publications

References 52 publications

The Gender Gap in Math. Evidences of a Study in the Primary School in the Swiss Canton of Ticino

The Gender Gap in Math. Evidences of a Study in the Primary School in the Swiss Canton of Ticino

A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences

Modeling the relation between students’ implicit beliefs about their abilities and their educational STEM choices

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